ESL Students' Attitudes Towards Teacher Feedback and Error Correction: a Study Concerning Undergraduates of the Faculty of Humanities and Social Sciences, University of Ruhuna

Abstract

Teacher feedback and error correction play a crucial role in second language acquisition, particularly for ESL (English as a Second Language) students. ESL teachers utilise multiple feedback and error correction strategies in ELT (English Language Teaching) classrooms. However, which specific feedback and error correction strategies students would favor more or less remains a problem. Therefore, the objective of this study is to identify students’ attitudes to different types of feedback and error correction strategies. The research sample consists of 30 undergraduates from the Faculty of Humanities and Social Sciences at the University of Ruhuna, selected using a convenience sampling method. Since there is a lack of research specifically incorporating the undergraduates of the University of Ruhuna, there is a clear empirical research gap. This study adopts a qualitative method approach, utiliisng a questionnaire to gather primary data on participants' perceptions of teacher feedback and error correction whereas research articles and journals are used to gather secondary data. The data gathered are analysed through MS Excel and presented through charts. Moreover, the thematic analysis is conducted to identify recurring patterns and themes within the participants' responses. The analysis of the data reveals that ESL students receive different types of feedback, including written comments on assignments, verbal feedback during classroom discussions, and direct error correction during speaking activities. Among these types of feedback, the majority of students prefer verbal feedback because it aids to improve pronunciation and clarity in speech. However, several students still prefer written comments on assignments because it helps to identify writing errors such as grammar, syntax, vocabulary, and punctuation. This study identifies that students prefer verbal feedback to written feedback. As a result, teachers can tailor their instruction to satisfy the needs and preferences of ESL learners by understanding such attitudes of students.